Of course, the first play that comes to mind when I think of my experiences learning Shakespeare in high school is Romeo and Juliet. I remember going line by line through it with the teacher pointing out significant words or phrases. I remember feeling more disconnected than engaged with the material and really only became interested when the teacher would tell us about how Shakespeare used his version of a bad word or symbol. I recall hearing the teacher read it aloud at times as well as having us students read aloud at times. We ended this unit by watching the Leo version film. But I don’t remember the class discussing the film in much length or even comparing it to other films or the play itself. There wasn’t much discussion or interesting activities incorporated with it.
I know we did Hamlet and Macbeth as well, though I remember even little about learning those. I think I remember so little because we went through it faster and it was more of the teacher just going through the passages and telling us how to interpret it.
Response to "Three-Dimensional Shakespeare
While reading this article the following Descartes quote came to mind: "Divide each difficulty into as many parts as is feasible and necessary to resolve." I think that's exactly what this approach does. It makes Shakespeare accessible and enjoyable by choosing one scene, allowing the students to take ownership in a way that isn't intimidating, and allows them to figure it out themselves in their own way. In addition it gives the play life in the way it was meant to have life. It's easier to pick up on those insights about the human condition when actual humans are interacting with it. Everything about this approach makes sense.
Of course, the first play that comes to mind when I think of my experiences learning Shakespeare in high school is Romeo and Juliet. I remember going line by line through it with the teacher pointing out significant words or phrases. I remember feeling more disconnected than engaged with the material and really only became interested when the teacher would tell us about how Shakespeare used his version of a bad word or symbol. I recall hearing the teacher read it aloud at times as well as having us students read aloud at times. We ended this unit by watching the Leo version film. But I don’t remember the class discussing the film in much length or even comparing it to other films or the play itself. There wasn’t much discussion or interesting activities incorporated with it.
I know we did Hamlet and Macbeth as well, though I remember even little about learning those. I think I remember so little because we went through it faster and it was more of the teacher just going through the passages and telling us how to interpret it.
Response to "Three-Dimensional Shakespeare
While reading this article the following Descartes quote came to mind: "Divide each difficulty into as many parts as is feasible and necessary to resolve." I think that's exactly what this approach does. It makes Shakespeare accessible and enjoyable by choosing one scene, allowing the students to take ownership in a way that isn't intimidating, and allows them to figure it out themselves in their own way. In addition it gives the play life in the way it was meant to have life. It's easier to pick up on those insights about the human condition when actual humans are interacting with it. Everything about this approach makes sense.